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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Pragmatic Competence as a Regulator of Foreign Language Speaking Proficiency ; La competencia pragmática como reguladora de la competencia oral en la lengua extranjera Morady Moghaddam, Mostafa; Murray, Neil; Mirfendereski, Yara. - : Universidad de Granada, 2020 BASE Show details 2 Pragmatic Competence as a Regulator of Foreign Language Speaking Proficiency Morady Moghaddam, Mostafa; Murray, Neil; Mirfendereski, Yara In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, pags. 163-182 (2020) BASE Show details 3 Pragmatic competence as a regulator of foreign language speaking proficiency Morady Moghaddam, Mostafa; Murray, Neil; Mirfendereski, Yara. - : Universidad de Granada * Departamento de Didactica de la Lengua y la Literatura, 2020 BASE Show details 4 The Praxis of Indirect Reports : Cognitive, Sociopragmatic, and Philosophical Issues Morady Moghaddam, Mostafa. - Cham : Springer International Publishing, 2019 UB Frankfurt Linguistik Show details 5 English Language Teaching in Iran : a case of shifting sands, ambiguity, and incoherent policy and practice Morady Moghaddam, Mostafa; Murray, Neil. - : Katibeh-ILCRG, 2019 Abstract: English language teaching (ELT) in Iran has experienced a turbulent history reflecting an often dynamic context and changing attitudes toward English, yet framed within a discourse of tolerance rather than one of embrace, as this study is going to show. The discourse was much brighter before the Islamic Revolution and this study reveals that there were much fewer adverse policies toward the spread of English (mostly because of economic reasons). However, after the Islamic Revolution, the discourse can be seen as a product of a postcolonial perspective and an accompanying unease – even antipathy – concerning Westernisation and Western values that are seen as being at odds with Iran’s identity and aspirations as an Islamic state. It is discussed in this study that at its current status, language policy and planning in the Iranian context is blatantly at odds with the ‘educational’ and ‘social’ needs of the nation. URL: http://wrap.warwick.ac.uk/117430/ http://www.ijscl.net/article_34780.html BASE Hide details

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